Resumo

CAMARGO DE LIMA, João Paulo; BARTAZAR ARAUJO, Tamires  e  MENEGHELO PASSOS, Marinez. Teachers Knowledge in the Face of Activities Modeled through Inquiry-Based Science Teaching. Pedagogía y Saberes [online]. 2021, n.55, pp.137-154.  Epub 16-Fev-2022. ISSN 0121-2494.  https://doi.org/10.17227/pys.num55-11749.

The research results presented in this article took the investigation-based teaching Science as a scientific initiation strategy for students and as formative content for teachers of Basic Education. The question we sought to answer was: How can a proposal of teacher education for inquiry-based Science teaching promote scientific initiation for students? For that, we considered three specific objectives: to characterize the proposal of inquiry-based Science teaching, consider teachers' education for inquiry-based Science teaching as a strategy for scientific initiation and present contributions of the Proposal for the development of investigative sequences. The methodological guidelines of qualitative research and conduct semi-structured interviews for data collection will be used as our guideline, with the participation of two teachers from a municipal area located in the northern region of Paraná. For data analysis, we used the procedures indicated by Content Analysis and the description of Shulman's knowledge as priority categories. Among the main results and discussions, we highlight the evidence of participating teachers' speeches, which show that the predominant knowledge in their speeches refers to pedagogical knowledge, followed by pedagogical content knowledge and content knowledge. Evidence of manifestations of changing thoughts or posture concerning their pedagogical practices also emerges from their reports. Another observed result concerns the application of the Proposal to students, which evidenced the promotion of scientific initiation moments.

Palavras-chave : inquiry-based science teaching; teachers knowledge; teacher education; scientific initiation.

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